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6 results on '"Lyuci Zhang"'

1. A serial mediation model of negative life events on school adjustment of left-behind adolescents in rural china: the central role of hope and gratitude

Author

Lyuci Zhang, Samsilah Roslan, Zeinab Zaremohzzabieh, Kexin Liu, Xing Tang, Yuqin Jiang, and Zulkifli Mohamad

Subjects
Negative life events, Hope, Gratitude, School adjustment, Chinese left-behind adolescents, Psychiatry, RC435-571
Abstract

Abstract Adjustment difficulties of school students are common and their school adjustment has gained wide concern in recent years. Negative life events (NLEs) hope, and gratitude have been associated with school adjustment. However, the potential effect of NLEs on hope and gratitude and whether hope and gratitude mediate the association between NLEs and school adjustment among high students have not been studied. Thus, this study aims to investigate the association between NLEs, hope and gratitude, and school adjustment in high school students in China. Additionally, the study aims to examine the mediating role of hope and gratitude in the association between NLEs and school adjustment. A total of 700 junior high school students in Guangxi Province (336 boys, 364 girls, M age = 15 years) completed the questionnaire. The results indicated significant mediating effects of hope and gratitude in the sequential positive association between NLEs and school adjustment. Furthermore, this study unraveled the complexity of the link between NLEs and school adjustment with the combination of hope and gratitude. The findings emphasized the importance of fostering hope and gratitude in left-behind adolescents to combat the negative consequences of NLEs. The study is also one of the first to investigate a serial mediation model to determine which NLEs influence Chinese left-behind adolescents’ school adjustment.

Published
2023
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2. Intervention effect of group counseling on social support and post-stress growth of orphans and vulnerable children in China

Author

Lyuci Zhang, Sumei Wu, Samsilah Roslan, Zeinab Zaremohzzabieh, Ye Chen, and Yuqin Jiang

Subjects
social support group, psychological counseling intervention, post-stress growth, social support, orphans, Psychology, BF1-990
Abstract

Orphans and vulnerable children fall under the category of children who are at risk of exposure to more stressful circumstances and receive less social assistance compared to other children. This study aims to investigate the impact of group counseling based on social intervention and psychological therapy (SSGPC) on social support and the perceived stress growth of orphans and vulnerable children. In one special educational needs school in Nanning, China, the SSGPC was developed and implemented. Using the social support and post-stress growth scales, the researchers investigated the effects of SSGPC on orphans and vulnerable children. Twenty-seven orphans and vulnerable children between the ages of nine and 12 were arbitrarily assigned to the experimental and control groups. A pre-test post-test method of quasi-experimental design was applied, with 13 participants in the experimental group and 14 in the control group. The results revealed that the intervention group had significantly higher scores for social support and post-stress growth than the control group. The SSGPC had significantly improved the levels of social support for orphans. The findings indicated that the SSGPC provided an effective way to improve social support and post-stress growth of orphans and vulnerable children.

Published
2022
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5. Social Identity, Core Self-Evaluation, School Adaptation, and Mental Health Problems in Migrant Children in China: A Chain Mediation Model

Author

Ye Chen, Xinxin Yu, Aini Azeqa Ma’rof, Zeinab Zaremohzzabieh, Haslinda Abdullah, Hanina Halimatusaadiah Hamsan, and Lyuci Zhang

Subjects
core self-evaluation, mental health, migrant children, school adaptation, social identity, Transients and Migrants, Diagnostic Self Evaluation, China, Mental Health, Schools, Social Identification, Health, Toxicology and Mutagenesis, Public Health, Environmental and Occupational Health, Humans, Child
Abstract

(1) Background: The present study investigated the relationships between social identity, core self-evaluation, school adaptation, and mental health problems in migrant children, and the mechanism underlying these relationships; (2) Methods: The participants were migrant middle school students in China. Data analysis was conducted using SPSS version 26. A survey comprising the social identity scale, core self-evaluation scale, school adaptation scale, and mental health scale MMHI-60 was deployed; (3) Results: Findings indicated a significant and negative association between social identity and mental health problems, and such an association was sequentially mediated by core self-evaluation and school adaptation. Furthermore, core self-evaluation and school adaptation played a chain mediation role between social identity and migrant children’s mental health problems; (4) Conclusions: It is crucial to improve social identity, core self-evaluation, and school adaptation to reduce mental health problems among this population. Therefore, the research results provide a new direction for promoting the development of mental health education for migrant workers and their children in China.

Published
2022

6. Perceived Stress, Social Support, Emotional Intelligence, and Post-Stress Growth among Chinese Left-Behind Children: A Moderated Mediation Model

Author

Lyuci Zhang, Samsilah Roslan, Zeinab Zaremohzzabieh, Yuqin Jiang, Sumei Wu, and Ye Chen

Subjects
China, Schools, Health, Toxicology and Mutagenesis, perceived stress, Public Health, Environmental and Occupational Health, Social Support, left-behind children, post-stress growth, Medicine, Humans, Child, social support, emotional intelligence, Stress, Psychological, Emotional Intelligence
Abstract

Background: Several previous studies have revealed a negative impact of perceived stress on post-stress growth. Nevertheless, the potential mediating and moderating mechanisms are unclear, particularly for left-behind children in China. Therefore, this study aims to investigate the negative relationship between perceived stress and post-stress growth, the mediating effect of social support, as well as the moderating effect of emotional intelligence in a sample of Chinese left-behind children. Methods: A sample of 837 Chinese students in elementary and middle school was collected for this study. The Perceived Stress Scale, the Social Support Scale, the Emotional Intelligence Scale, and the Post-Stress Growth Scale were employed to examine them. The data were analyzed using SPSS 25.0 software. Results: The results indicate a significant negative association between perceived stress and post-stress growth. Among perceived stress and social support, the former acted as a mediator, while the latter as a moderator. This study sheds light on the post-stress growth of Chinese left-behind children. The findings validated a model of moderated mediation that shows the relationship between perceived stress, emotional intelligence, social support, and post-stress growth. Conclusion: This study confirmed that social support is one of the most important factors among left-behind children, from perceived stress to post-stress growth. Furthermore, the study reveals that emotional intelligence can adjust the relationship between perceived stress and social support to post-stress growth. Therefore, for both family education and school education, the result provides a new direction.

Published
2022

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